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| Autor/in | Vonk, J. H. C. |
|---|---|
| Titel | Conceptualizing the Mentoring of Beginning Teachers. |
| Quelle | (1996), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Teacher Induction; Beginning Teachers; Case Studies; Foreign Countries; Helping Relationship; Higher Education; Individual Development; Mentors; Preservice Teacher Education; Secondary Education; Teacher Supervision; Teaching Experience; Training Methods; Netherlands |
| Abstract | This paper reports on an element of a long term research project on the development of a conceptual framework for the training of mentors of beginning teachers. Three aspects are being investigated: (1) mentors' perceptions about mentoring; (2) the relation between mentors' perceptions and their actions in practice; and (3) the effect of mentoring as perceived by beginning teachers and other interested parties. This paper reports on a case study of the first aspect, with a focus on qualities mentors perceive as important for adequate mentoring and how mentors perceive their own mentoring style. An inventory was completed by 36 participants in two 1995-96 mentor training courses. It was found that the collaborative nondirective approach dominated, that mentors expected a development plan from their protegees, and that mentors supported protegees only on request. The result was too little direction and guidance for beginning teachers. It is concluded that, especially in the beginning of the induction process, mentors need to take up their role of instructor more explicitly and work out strategies that will guide the beginning teachers in the process of planning and monitoring their own learning. The appendix contains the inventory instrument. (Contains 26 references.) (JLS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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